MYP

Year 1 Mathematics 6
Mrs. Diana King
Room 318
[Link]@[Link]
(808) 261-0707 x3160

The study of mathematics is a fundamental part of a balanced education. It promotes a powerful

universal language, analytical reasoning and problem-solving skills that contribute to the
development of logical, abstract and critical thinking.

Concepts and topics covered in the MYP 1 course include the development of mathematics in
human history; operations with whole numbers, rational numbers, and integers; exponents,
scientific notation and powers of ten; the Cartesian grid; measurement (U.S. customary and
metric); 2-dimensional geometry; basic probability and statistics and an introduction to the use
of variables to solve for the unknown.
  
2014-2015 Scope and Sequence: August - June
All information is projected and may be subject to change.

Unit 1: The Basics: Unit Dates: Mid-Aug. – Mid Oct

Evolution of Math Through the Age.
Key Concept: Relationships Related Concepts: Quantity, Representation
Global Context: Identities and Relationships (Mathematics provides unifying concepts; math is
part of what it means to be human)
Statement of Inquiry: Throughout history, mathematics has evolved to include symbolic
representation of quantities and functions that describe increasingly complex
relationships in our world.
Inquiry questions:
Factual: How do we use mathematics in everyday life to manage finances and track
expenses?
Conceptual: How does mathematical understanding influenced social and technological
development?
Debatable: With calculators and computers at our fingertips, do we really need to
understand math?
Content:
 Know: divisibility rules, multiples of ten, math facts, rounding, estimation, statistics
 Understand: the development of math through history, and how the adoption of place
value, the concept of zero, and a decimal system, enables higher level math
today.
 Do: 4 number operations by hand (addition, subtraction, multiplication and division),
calculate mean, median and mode, balance a checkbook
Summative Assessment Tasks
 Checks and Balances Investigation (Criteria C, D)
 Statistics Investigation (Criterion C)
 Exam (Criterion A)

Unit 2: The Language of Math Unit Dates: Mid-Oct.- Nov.

Key Concept: Relationships Related Concepts: Quantity, Representation
Global Context: Scientific and technical innovation (Math provides a global language in
science and technology that supports human understanding of scientific principles.)
Statement of Inquiry: Quantities and mathematical relationships can be represented in a
globally-recognized language.
Inquiry questions:
Factual: What are the rules for solving multi-step equations? How do we express extremely
large or small numbers in science? What do common math symbols mean?
Conceptual: Why is a common language useful in math? What other fields have recognized
“languages”?
Debatable: What are some advantages and disadvantages to the heavy use of symbols in
mathematics?
Content:
 Know: order of operations, powers of ten, common mathematical symbols, square roots,
exponents, scientific notation
 Understand: how scientific notation allows us to work with very large and very small
numbers; why we need a uniform system of math rules and how it allows us to
collaborate and communicate globally
 Do: solve multi-step equations
Summative Assessment Tasks
 Exam (Criteria A, D)
 Investigation (Criterion B)

Unit 3: Integers: The Other Side of Zero Unit Dates: Dec. – Jan.
Key Concept: Logic Related concepts: Model, Change
Global Context: Orientation in Space and Time (Use of negative numbers allows graphing from
the past to the future, orienting ourselves on maps or the globe, and pinpointing where
we are in space and time.)
Statement of Inquiry: Cartesian grids provide logical models of local and global changes over
space and/or time.
Inquiry Questions:
Factual: How do we add, subtract, multiply and divide negative numbers?
Conceptual: How can we use the Cartesian grid to model changes over time?
Debatable: Is our climate really changing? That may depend upon which data set you are
looking at. What do you think?
Content:
 Know: absolute value, number line, coordinates, Cartesian grid, ordered pairs, 4 number
operations with integers
 Understand: how to use the Cartesian grid to describe changes in locations or time
periods
 Do: Create and interpret graphs
Summative Assessment Tasks
 Exam (Criterion A)
 Investigation (Criterion B)
 Atmospheric graphing project (Criteria C, D)

Unit 4: Different can be Equal: Unit Dates: Feb - March

Comparing rational numbers and mixed units
Key concept: Relationships Related concepts: Measurement, equivalence
Global Context: Globalization and sustainability (We use rational numbers to accurately
measure items every day; different systems of currency and measurement used in
different parts of the world can be compared with an understanding of equivalence.)
Statement of Inquiry: Understanding equivalent relationships between different units of
measurement supports international commerce.
Inquiry Questions:
Factual: How can we convert between U.S. Customary and Metric units, or dollars and
other currencies, to interact with people in other parts of the world? How can we
convert between fractions, decimals, and percentages?
Conceptual: Why do we have different forms of rational numbers, and why is the ability
to move between them important? Why are fractions often more accurate than
decimals? Why do we measure time based on 24 hours? If we have calculators
that convert between different types of numbers, why do we need to learn the
rules?
Debatable: The U.S. is one of only 3 countries in the world that still uses metric units.
How does our refusal to adopt metrics impact smaller economies? Why doesn’t
the U.S. adopt metric units?
Content:
 Know: fractions, decimals, percentages, U.S. Customary and metric units
 Understand: How to use cross multiplication to find equivalent values; how
percentages, decimals and fractions relate to one another.
 Do: Convert between different units of measurements (e.g. miles to kilometers) and
different currencies (e.g. Euros to dollars) and different forms of rational numbers
(e.g. fractions to percentages).
Summative Assessment Tasks
 Curtains Project (Criteria A, C, D)
 Probability Investigation (Criterion B)
 Exam (Criterion A)

Unit 5: Exploring Form and Function Unit Dates: April-May

Key Concept: Form Related concepts: Space, Pattern
Global Context: Personal and cultural expression - Variety in geometric form allows for
personal and cultural expression in artistry and creation.
Statement of Inquiry: Mathematical patterns and forms create measurable space used in art,
architecture and other modes of personal expression.
Inquiry Questions:
Factual: How do we measure area, perimeter, diameter, and circumference?
Conceptual: How do area and perimeter relate to one another? How do basic geometric
principals allow us to combine form and function in art and architecture?
Debatable: In designing buildings or outdoor spaces, should maximizing area always be
the primary consideration?
Content:
 Know: Properties of circles, triangles and a variety of polygons, names of various
geometric features, tessellations
 Understand: How to calculate area, perimeter, and circumference of two-dimensional
shapes, how angles and sides relate to one another, and how area relates to
perimeter.
 Do: Calculate area of two-dimensional compound figures involving spheres and straight
sides; identify missing angles of polygons, draw and measure a variety of
geometric shapes.
Summative Assessment Tasks
 Investigation (Criteria B, C)
 Exam (Criterion A)
Mathematics Grading Criteria
Achievement
Levels
A. Knowing and Understanding 0-8
B. Investigating Patterns 0-8
C. Communicating 0-8
D. Applying mathematics in real 0-8
life contexts

Please refer to the MYP Parent Assessment Handbook for more information on MYP grading.

You are also welcome to contact me, Vicki McNeill (HS Principal), Damian Rentoule (MS
Principal), or Diane Smith (MYP Coordinator) with any questions about the MYP grading
philosophy and practices.

Office hours in room 318:

I am available at various times before and after school and during the school day. Students are
encouraged to make an appointment to meet with me, but they are also welcome to drop in for
extra help. If I am unable to help them right away, we can set a time. Students are encouraged
to use study hall or lunch recess for extra learning support.